实践范式角度的嵌入式信息素养教学效果评价

The Learning Outcome Assessment of Embedded Information Literacy Education from the Perspective of Practice Paradigm

信息搜索能力的培养是信息素养教育的核心目标之一,也是从实践范式评价信息素养教育学习效果的核心指标。在美国大学与研究图书馆协会发布《高等教育信息素养框架》背景下,以“探索式学术信息搜索”为主题,开展了嵌入式信息素养教育,采用基于任务的信息搜索能力测试,模拟学习者的日常学术信息搜索情境,根据学习者完成任务的表现来测量学习者的信息搜索能力。通过对比实验组和对照组前测与后测的测试结果,检验了嵌入式信息素养教育项目的教学效果。前测结果显示,大部分学生的学术信息搜索能力亟待提高,60.39%的学生仅能完成简单学术信息搜索任务;后测结果从实践角度证明此次信息素养教育项目提升了学习者的信息搜索能力,参与本项目的实验组后测平均成绩比对照组高11.79,实践搜索能力平均提升1个等级。本研究从用户信息搜索能力的实践角度对信息素养教学效果进行了评价,为探索提高实践范式下的教学效果提供了借鉴。

Information search competency is the core element of information literacy competency,and it is also the core index to evaluate the learning outcome of information literacy education from practical paradigm.In the context of the ACRL Information Literacy Framework for Higher Education,and focusing on “exploratory academic information search”,we carried out embedded information literacy education.The task-based information search ability test was used to simulate learners’ academic information search scenarios,and learners were assessed by their performance in completing tasks.By comparing the test results of the pre-test and post-test between the experimental group and the control group,the teaching effectiveness of the embedded information literacy education program was tested.The pre-test results showed that most of the students’ academic information search competency needs to be improved—60.39% of the students can only complete simple academic information search tasks.The post-test results proved,from practical aspect,that this information literacy education project had improved learners’ information search competency.The average post-test score of the experimental group participating in this project was 11.79 higher than that of the control group,and the practical search competency was improved by an average of 1 grade.This study evaluated the teaching effect of information literacy from the practical perspective of users’ information searching competency.It provides reference for exploring and improving the teaching effect under the practice paradigm.